Examining reading proficiency and science learning using mixed reality in elementary school science

Abstract

Scientific literacy is foundational for many young learners in primary school grades when they have mastered the ability to comprehend vocabulary terms and the science concepts behind them. Text with engaging visual imagery can improve students' comprehension, enhance retrieval, and increase retention when it is integrated into either or both reading and science instruction. Integrating multimedia experiences into science content reading to enhance text through mixed reality (MR) has the potential to supplement both understanding of science concepts and reading ability. This study examined whether reading elementary science text, heavy in science vocabulary, through MR enhanced students’ reading fluency and/or science content learning. A quasi-experimental convergent mixed methods one group pretest-posttest design was employed with 24 grade 5 students in a rural area of the United States Mid-Atlantic region. Data sources included a reading fluency and retelling test, physical and chemical changes end of unit test, and post-interviews. Wilcoxon Signed Rank Tests suggested reading fluency and comprehension gains were statistically significant (p < .05). Qualitative analyses suggested audio integration, enjoyment while engaging with the MR, and finally the visual components of the MR enhanced the learning process. Findings suggest a potential for MR to increase science learning and reading interest especially among low-proficiency readers.

Keywords

• Mixed reality
• Science reading
• Science learning
• Primary school
• Visualization
• Vocabulary